1
00:00:00,120 --> 00:00:03,640
Speaker 1: Interesting insight into who's leaving school and potentially why. Last

2
00:00:03,680 --> 00:00:05,680
Speaker 1: year we had thirteen hundred and seventy six fifteen year

3
00:00:05,680 --> 00:00:08,640
Speaker 1: olds being granted an early exemption, highest numbers since two

4
00:00:08,640 --> 00:00:11,280
Speaker 1: thousand and seven. Upside doers, most of them, ninety percent

5
00:00:11,320 --> 00:00:14,200
Speaker 1: of them seem to continue when study in places like politics.

6
00:00:14,280 --> 00:00:17,040
Speaker 1: Now Ay, England is the Dalnfield High School principal and

7
00:00:17,079 --> 00:00:18,640
Speaker 1: as with us, Andy, very good morning to you.

8
00:00:19,360 --> 00:00:20,040
Speaker 2: Good morning, Mike.

9
00:00:20,200 --> 00:00:22,440
Speaker 1: I've got you at eight hundred and fortyish pupils at

10
00:00:22,480 --> 00:00:25,599
Speaker 1: your school. So you're talking about year elevenish kids coming

11
00:00:25,600 --> 00:00:29,400
Speaker 1: to you and saying I want out, right, Yeah.

12
00:00:29,160 --> 00:00:31,880
Speaker 2: Yeah, year eleven. Occasionally in the year ten as well,

13
00:00:31,920 --> 00:00:35,159
Speaker 2: but it doesn't usually happen in year ten. Yeah. We

14
00:00:35,200 --> 00:00:37,159
Speaker 2: haven't seen a huge increase at our school, but I'm

15
00:00:37,200 --> 00:00:38,879
Speaker 2: aware across the country there has been, and I think

16
00:00:38,920 --> 00:00:40,400
Speaker 2: the key part of this story is that there's an

17
00:00:40,440 --> 00:00:44,800
Speaker 2: increase in the acceptance of their applications and what I

18
00:00:44,800 --> 00:00:46,240
Speaker 2: don't necessarily things about thing.

19
00:00:46,159 --> 00:00:47,879
Speaker 1: Oh good, that's good. Let me come back to that.

20
00:00:47,880 --> 00:00:49,640
Speaker 1: In the moment when you say the application, is it

21
00:00:49,720 --> 00:00:52,680
Speaker 1: automatically granted? Can you say I'm over this and I

22
00:00:52,720 --> 00:00:53,400
Speaker 1: want out or.

23
00:00:53,360 --> 00:00:56,280
Speaker 2: Not No, no, not at all. It has to be assessed.

24
00:00:56,320 --> 00:00:58,680
Speaker 2: So does three stage have to apply to the parent

25
00:00:58,760 --> 00:01:01,040
Speaker 2: us to organize it, and as to to the principal

26
00:01:01,080 --> 00:01:03,800
Speaker 2: for approval, we have to state what's happening within the

27
00:01:03,800 --> 00:01:05,560
Speaker 2: school and then it has to go to the ministry

28
00:01:05,600 --> 00:01:07,760
Speaker 2: and there has to be an either an employer or

29
00:01:07,760 --> 00:01:11,280
Speaker 2: a tertiary provider also state what they're going to do next.

30
00:01:11,240 --> 00:01:13,759
Speaker 1: When they come to you, do you go, I could

31
00:01:13,760 --> 00:01:16,480
Speaker 1: see this kid coming, You knew it was going on

32
00:01:16,840 --> 00:01:17,160
Speaker 1: that way?

33
00:01:18,040 --> 00:01:21,600
Speaker 2: Not always. We've had a few surprise ones. Sometimes you do, yep.

34
00:01:21,640 --> 00:01:24,920
Speaker 2: Sometimes students clearly just what are you talking about? The

35
00:01:25,000 --> 00:01:28,280
Speaker 2: round hole in the square, the round peg, So you

36
00:01:28,360 --> 00:01:30,399
Speaker 2: sometimes get that as well. Not all students fit I

37
00:01:30,400 --> 00:01:32,800
Speaker 2: think in your story that's on the website. That's quite right.

38
00:01:32,880 --> 00:01:34,760
Speaker 2: Not all students fit all that well in school. But

39
00:01:34,800 --> 00:01:38,600
Speaker 2: we do our best, and we statistically if a stud

40
00:01:38,600 --> 00:01:41,320
Speaker 2: the longer students stays in school, the best outcomes for them.

41
00:01:41,360 --> 00:01:43,240
Speaker 2: But of course stats are stats, and not every student

42
00:01:43,319 --> 00:01:43,880
Speaker 2: fits that mole.

43
00:01:44,000 --> 00:01:46,080
Speaker 1: That's true, So the two the numbers don't actually add up.

44
00:01:46,120 --> 00:01:48,280
Speaker 1: So thirteen hundred and seventy six fifteen year olds leaving,

45
00:01:48,280 --> 00:01:50,920
Speaker 1: but suddenly two thy fifteen year olds are at Polytech.

46
00:01:51,040 --> 00:01:53,400
Speaker 1: So they're learning trades and stuff at Polytech. Would that

47
00:01:53,480 --> 00:01:54,960
Speaker 1: be your assumption or assessment of it.

48
00:01:55,840 --> 00:01:58,240
Speaker 2: We've been doing well, Yeah, So school's been working really

49
00:01:58,280 --> 00:02:00,360
Speaker 2: hard on working in with polytechs. The Ministry runs a

50
00:02:00,400 --> 00:02:03,720
Speaker 2: YUTH guarantee program for about fifteen years maybe, and it's

51
00:02:03,720 --> 00:02:05,880
Speaker 2: a really good program. Students can spend it at one

52
00:02:06,000 --> 00:02:08,840
Speaker 2: or two days a week in a politic or another

53
00:02:08,919 --> 00:02:11,480
Speaker 2: tertory provider and they can blend that in with a schoolwork.

54
00:02:11,680 --> 00:02:13,519
Speaker 2: Sometimes they want to go and do that full time,

55
00:02:13,560 --> 00:02:15,440
Speaker 2: and they want to do that before this in sixteen.

56
00:02:15,560 --> 00:02:18,320
Speaker 2: So in those cases we would or we would seek

57
00:02:18,320 --> 00:02:20,680
Speaker 2: and LX we call them at an earlier lever exemption.

58
00:02:20,919 --> 00:02:23,240
Speaker 1: So there isn't out. See I left school at sixteen.

59
00:02:23,320 --> 00:02:25,520
Speaker 1: School wasn't for me, but I had a part. I

60
00:02:25,600 --> 00:02:27,680
Speaker 1: was going to do things and as it turns out,

61
00:02:27,720 --> 00:02:30,000
Speaker 1: it worked out. Okay. So if they can say that

62
00:02:30,040 --> 00:02:32,120
Speaker 1: to you, I'm going to be a builder, I'm going

63
00:02:32,120 --> 00:02:33,760
Speaker 1: to be a farmer, I'm going to be a trade

64
00:02:34,200 --> 00:02:35,079
Speaker 1: that's no bad thing.

65
00:02:35,160 --> 00:02:38,240
Speaker 2: Is it not necessarily? No? And I think you've touched

66
00:02:38,280 --> 00:02:41,200
Speaker 2: on a really important point. There many of the role models,

67
00:02:41,200 --> 00:02:43,160
Speaker 2: particularly in rural areas where we are. But many of

68
00:02:43,200 --> 00:02:46,520
Speaker 2: the many of the student's role models didn't go all

69
00:02:46,520 --> 00:02:48,840
Speaker 2: the way through school when he left at fifteen and

70
00:02:48,919 --> 00:02:52,120
Speaker 2: a successful business people running trades companies and so on,

71
00:02:52,200 --> 00:02:54,800
Speaker 2: So role models often don't have an academic pathway.

72
00:02:54,919 --> 00:02:58,080
Speaker 1: Great inside, Andy, well done, Andy England, who's starfield high principle?

73
00:02:58,080 --> 00:02:59,880
Speaker 1: Whether us this morning problem is right now? The British

74
00:03:00,120 --> 00:03:03,600
Speaker 1: opportunities Mike a lesson they were five years ago, that's true,

75
00:03:03,639 --> 00:03:06,760
Speaker 1: but when you're fifteen sixteen year old, you know you're

76
00:03:06,800 --> 00:03:09,480
Speaker 1: not looking at the economy immediately where you see your

77
00:03:09,520 --> 00:03:11,760
Speaker 1: pathway and if you've determined to make it happen, it

78
00:03:11,760 --> 00:03:15,760
Speaker 1: will happen. Mike, my son left at fifteen, which for me,

79
00:03:15,919 --> 00:03:18,920
Speaker 1: being a teacher, was hard to take. He went straight

80
00:03:18,919 --> 00:03:21,440
Speaker 1: into a building program now twenty two, fully qualified with

81
00:03:21,520 --> 00:03:23,840
Speaker 1: apprentices under him. So that's encouraging.

82
00:03:24,320 --> 00:03:27,240
Speaker 2: For more from the Mic Asking Breakfast, listen live to

83
00:03:27,360 --> 00:03:27,919
Speaker 2: news talks.

84
00:03:27,919 --> 00:03:31,120
Speaker 1: It'd be from six am weekdays, or follow the podcast

85
00:03:31,120 --> 00:03:31,960
Speaker 1: on iHeartRadio